중학교 환경교과교육 실시효과에 관한 비교 조사 연구

Abstract

The environment in view of conservation and pollution of the nature is regarded the most important problems that we are facing these days. To solve the problems basically, the education on environment is proposed as it is the most efficient way to settle the problems. As demands for the environmental education, the subject on environment was prepared in the middle school curriculum in Korea. In this study, it is aimed to clarify the effects of the environmental education system focusing on the knowledge, attitude and practice in relation to environmental education to the students in the middle school. The study is accomplished by the survey which includes a total of 923 enquiry lists sampled from two groups of the middle school one of which composing of four(4) middle schools having the environmental curriculum, hereafter referred as "the case group" and the other group of four(4) middle school without the curriculum, hereafter referred as the "the control group". The survey took for 15 days from the date of 15th March 1996 to 30th March 1996 and the results were as follows ; 1. The results on analysis of environmental knowledge, recorded that those with better scholastic grade in the both two groups posesses higher knowledge levels and the differrence were statistically significant(p<0.001). The both groups with better interest on the environmental problems had higher scores to knowledge (0<0.05). On the recognition of severity of the environmental problems, the case group found to be higher in knowledge who has better recognitions(p<0.05). Those with better recognitions on the necessities of the environmental conservations showed better scores to the knowledge in the control group(p<0.001). 2. The results of analysis on the environmental attitudes, the female showed better attitude than the male of the case group(p<0.05). With regards to scholastic grade, the both groups with better grade showed also higher scores on the attitudes and these were statiscally significant(p<0.0l). And those from the both groups with the higher economic status showed higher scores on attitudes(p<0.05). The control group showed a tendency of better attitude in scholastic level of thier parents (p<0.05). Those of two groups who have better interest in environment problem showed better scores to the attitude(p<0.001), and the case group relatively more recognized in severity of the environmental problem showed better scores to the attitudes(p<0.001). And the both groups who have more recognized on necessity of environment conservation has better scores to the attitudes(p<0.00l). In the case of parents with better interest on environmental problem, and the more the parents are eagerly active on environment conservation practice, the better attitude to environment of two group (p<0.05). 3. The results of analysis on environment practice, it showed that the male were better than female in the case of the control group(p<0.0l), In view of scholastic grade in the case group, those with higher grade has better scores to the practice(p<0.001). And those of the two groups with higher economic status showed higher scores to the practice(p<0.001). The both groups who have better interest on environmental problem showed better scores to the practice (p<0.00l), and better recognition in necessity on environment conservation were relatively significant to the practices(p<0.0l). And the parents who have better interest in the environmental problem, the both group showed better scores to the practice(p<0.001), and the more the parents eagerly active on the environment conservation practice, those of the both group were better in their practices (p<0.0l). 4. From the comparison results of the average points on the environmental knowledge, the attitude and practice between the two groups, the case group with education showed better knowlege scores than the control group without education(p<0.001), the case group with education were relatively high to the control group without education to the attitude(p<0.05), and did not showed any significant differences on the environmental practice. 5. From the results of stepwise muliple regression analysis, the factor mostly affecting the environmental knowledges revealed the scholastic grade(R^(2)=0.130)as first place, environmental education and lastly recognition on necessity of environmental conservations. And the factor most affecting to environmental attitude was the recognition of necessity of the environmental conservations(R^(2)=0.201) as first place, the interest of environmental problem, scholastic grade, and the lastly was practice of parent environmental coservation activity , and total R^(2) of these is 0.271. While the factor mostly affecting the environment practice was the interest on the environmental problem of student themselves(R^(2)=0.182), and the other factors revealed in order of the practice of parent's environmental coservation activity, economic status, interest on the parent of environmental problem, and the total R^(2) of these factors is 0.280.;환경과 관련된 문제는 인류가 직면하고 있는 가장 시급한 문제로서 근본적인 해결 방법은 교육을 통해 해결되어야 한다고 볼 수 있으며, 이러한 시대적 요청에 따라 우리나라에서도 '환경'과목이 중학교에서 1995년부터 독립교과로 자리잡게 되었다. 따라서 본 연구에서는 중학교 '환경'교과교육 실시에 따라 학생들의 환경에 관한 지식, 태도, 실천의 세가지 측면에서 환경교과교육이 어떠한 영향을 주고 있는가를 규명하기위해 환경교과교육 실시군 4개교와 비실시군 4개교를 선정하여 1996년 3월 15일 부터 3월 30일 까지 15일간에 걸쳐 실시된 설문조사결과를 분석하여 다음과 같은 결과를 얻었다. 1. 환경에 관한 지식도를 분석한 결과 두 군 모두 성적이 좋을수록 지식점수가 높았다(p<0.001). 한편 환경관련특성에 따라 환경에 관한 지식도를 분석한 결과 환경문제에 관심이 많을수록 두 군 모두 환경에 관한 지식점수가 높았으며(p<0.05), 실시군에서는 환경문제를 심각하게 인지할수록 지식점수가 높았고(p<0.05), 비실시군에서는 환경보전의 필요성 인식정도가 높을수록 지식점수가 높았다(p<0.001). 2. 환경에 관한 태도분석결과 실시군에서는 여학생이 남학생보다 태도점수가 높았으며(p<0.05), 성적에 따라서는 두 군 모두 성적이 좋을수록 태도점수가 높았고 이 차이는 통계학적으로 유의하였다(p<0.01). 또 실시군과 비실시군 모두 경제수준이 높을수록 태도점수가 높았고(p<0.05), 비실시군에서는 어머니와 아버지의 학력이 높을수록 태도점수가 높았다(p<0.05). 환경문제에 관심이 많을수록 두 군 모두 태도점수가 높았고(p<0.001), 실시군에서는 환경문제를 심각하게 인지할수록 태도점수가 높았다(p<0.001). 또 두 군 모두 환경보전의 필요성 인식정도가 높을수록 태도점수가 높았고(p<0.001), 부모님이 환경문제에 관심이 많을수록, 부모님이 환경보전행동을 열심히 실천할수록 태도점수가 높았다(p<0.05). 3. 환경에 관한 실천도를 분석한 결과 비실시군에서는 남학생이 여학생보다 실천점수가 높았고(p<0.01), 실시군에서는 성적이 좋을수록 실천점수가 높았다(p<0.001). 경제수준이 높을수록 두 군 모두 실천점수가 높았으며(p<0.01), 비실시군의 경우 부모님의 학력이 높을수록 실천점수가 높았다(p<0.05). 실시군과 비실시군 모두 환경문제에 관심이 많을수록 실천점수가 높았고(p<0.001), 환경보전의 필요성 인식정도가 높을수록 실천점수가 높았다(p<0.01). 또한 부모님이 환경문제에 관심이 많을수록, 부모님이 환경보전행동을 열심히 할수록 두 군 모두 실천점수가 높았다(p<0.01). 4. 환경교과교육 실시군과 비실시군간의 환경에 관한 지식, 태도, 실천도의 평균점수점수를 비교해 본 결과 지식도에서 실시군의 점수가 비실시군보다 높아 통계학적으로 유의한 차이를 보였고(p<0.001), 태도면에서도 실시군이 더 높았으나(p<0.05), 환경에 관한 실천점수에서는 두 군 간에 통계학적으로 유의한 차이를 보이지 않았다. 5. 단계별 중회귀분석의 결과에 의하면 환경에 관한 지식도에 가장 큰 영향을 미치는 요인은 학교성적이었으며(R^(2)=13.0%) 다음이 환경교과교육, 환경보전의 필요성 인식정도 순이었고, 환경에 관한 태도의 분석결과 환경보전의 필요성 인식정도가 설명력 20.1%로 태도에 가장 큰 영향을 미쳤으며 다음이 환경문제에 대한 관심정도, 성적, 부모님의 환경보전행동 실천정도 순으로 전체 설명력이 27.1%였다. 한편, 환경에 관한 실천도에 가장 큰 영향을 미치는 가장 큰 요인은 학생들 자신의 환경문제에 대한관심정도였으며 설명력이 18.2%였고, 부모님의 환경보전행동 실천정도, 환경보전의 필요성 인식정도, 경제수준, 부모님의 환경문제에 대한 관심정도 순으로 요인으로서 선정되었고 이들의 실천도에 대한 전체 설명력은 28.0%였다.